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dc.contributor.authorKumschicka, Irina Rosa-
dc.contributor.authorThielb, Felicitas-
dc.contributor.authorGoschinb, Camilla-
dc.contributor.authorFroehlichc, Eva-
dc.identifier.citationKumschicka, I. R., Thielb, F., Goschinb, C., & Froehlichc, E. (2020). Decision-making in teaching processes and the role of mood : a study with preservice teachers in Germany. International Journal of Emotional Education, 12(2), 56-72.en_GB
dc.description.abstractThe internship that preservice teachers complete early in the course of their studies paves the way for their transition from the role of student to that of teacher. It gives them a first opportunity to apply theoretical knowledge and develop practical skills, especially to improve their decision-making competences in the three-part process of teaching: planning a lesson, teaching it, and reflecting on the teaching performance (PTR). The present study addresses two research questions. First, to what extent do preservice teachers perceive themselves to be more competent in PTR after their initial teaching internship? Second, to what extent does the individual mood correlate with any reported improvement? 592 preservice teachers participated in the study. Using latent change score modelling, we found learning gains in all three dimensions of PTR. In addition, the results show that negative mood predicts processes of planning and reflecting following the internship, but has no effect on the actual teaching of the lesson.en_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.subjectDecision making -- Germanyen_GB
dc.subjectEducational change -- Germanyen_GB
dc.subjectTeachers -- Training of -- Germanyen_GB
dc.subjectInternship programs -- Germanyen_GB
dc.titleDecision-making in teaching processes and the role of mood : a study with preservice teachers in Germanyen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 12 Issue 2
IJEE, Volume 12 Issue 2

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